They might have a good reason. Some teachers might also be open to making changes to the homework assignments to make them more effective! Book a Tutor Online Now! If you have any questions to ask us, or would like to share your thoughts on your experiences with us, use our contact info below.
Own a School is Easy Tutoring franchise! Click here for info. Does homework help improve learning? Quality homework assignments vs. How to optimize the benefits of homework! Will homework help with test scores? The last, and most common, way of measuring achievement is to use standardized test scores. They are, however, excellent indicators of two things. The first is affluence: Up to 90 percent of the difference in scores among schools, communities, or even states can be accounted for, statistically speaking, without knowing anything about what happened inside the classrooms.
The second phenomenon that standardized tests measure is how skillful a particular group of students is at taking standardized tests — and, increasingly, how much class time has been given over to preparing them to do just that. In my experience, teachers can almost always identify several students who do poorly on standardized tests even though, by more authentic and meaningful indicators, they are extremely talented thinkers.
These anecdotal reports have been corroborated by research that finds a statistically significant positive relationship between a shallow or superficial approach to learning, on the one hand, and high scores on various standardized tests, on the other.
To that extent, students cannot really demonstrate what they know or what they can do with what they know. Multiple-choice tests are basically designed so that many kids who understand a given idea will be tricked into picking the wrong answer.
Instead, its primary purpose is to artificially spread out the scores in order to facilitate ranking students against each other. Moreover, the selection of questions for these tests is informed by this imperative to rank.
Thus, items that a lot of students answer correctly or incorrectly are typically eliminated — regardless of whether the content is important — and replaced with questions that about half the kids will get right. This is done in order to make it easier to compare students to one another. In the latter case, a high or rising average test score may actually be a reason to worry.
Every hour that teachers spend preparing kids to succeed on standardized tests, even if that investment pays off, is an hour not spent helping kids to become critical, curious, creative thinkers. The limitations of these tests are so numerous and so serious that studies showing an association between homework and higher scores are highly misleading.
The fact that more meaningful outcomes are hard to quantify does not make test scores or grades any more valid, reliable, or useful as measures. To use them anyway calls to mind the story of the man who looked for his lost keys near a streetlight one night not because that was where he dropped them but just because the light was better there. Even taken on its own terms, the research turns up some findings that must give pause to anyone who thinks homework is valuable.
Homework matters less the longer you look. The longer the duration of a homework study, the less of an effect the homework is shown to have. The studies finding the greatest effect were those that captured less of what goes on in the real world by virtue of being so brief.
Even where they do exist, positive effects are often quite small. The same was true of a large-scale high school study from the s. There is no evidence of any academic benefit from homework in elementary school. The absence of evidence supporting the value of homework before high school is generally acknowledged by experts in the field — even those who are far less critical of the research literature and less troubled by the negative effects of homework than I am.
But this remarkable fact is rarely communicated to the general public. In , Cooper summarized the available research with a sentence that ought to be e-mailed to every parent, teacher, and administrator in the country: It, too, found minuscule correlations between the amount of homework done by sixth graders, on the one hand, and their grades and test scores, on the other. For third graders, the correlations were negative: He was kind enough to offer the citations, and I managed to track them down.
The point was to see whether children who did math homework would perform better on a quiz taken immediately afterward that covered exactly the same content as the homework. The third study tested 64 fifth graders on social studies facts. All three of these experiments found exactly what you would expect: The kids who had drilled on the material — a process that happened to take place at home — did better on their respective class tests. The final study, a dissertation project, involved teaching a lesson contained in a language arts textbook.
It seems safe to say that these latest four studies offer no reason to revise the earlier summary statement that no meaningful evidence exists of an academic advantage for children in elementary school who do homework. The correlation only spikes at or above grade A large correlation is necessary, in other words, but not sufficient. Indeed, I believe it would be a mistake to conclude that homework is a meaningful contributor to learning even in high school. Remember that Cooper and his colleagues found a positive effect only when they looked at how much homework high school students actually did as opposed to how much the teacher assigned and only when achievement was measured by the grades given to them by those same teachers.
All of the cautions, qualifications, and criticisms in this chapter, for that matter, are relevant to students of all ages. Students who take this test also answer a series of questions about themselves, sometimes including how much time they spend on homework.
For any number of reasons, one might expect to find a reasonably strong association between time spent on homework and test scores. Yet the most striking result, particularly for elementary students, is precisely the absence of such an association. Consider the results of the math exam. Fourth graders who did no homework got roughly the same score as those who did 30 minutes a night.
Remarkably, the scores then declined for those who did 45 minutes, then declined again for those who did an hour or more! In twelfth grade, the scores were about the same regardless of whether students did only 15 minutes or more than an hour.
In the s, year-olds in a dozen nations were tested and also queried about how much they studied. Again, the results were not the same in all countries, even when the focus was limited to the final years of high school where the contribution of homework is thought to be strongest.
Usually it turned out that doing some homework had a stronger relationship with achievement than doing none at all, but doing a little homework was also better than doing a lot. Again they came up empty handed. Our students get significantly less homework than their counterparts across the globe. Every step of this syllogism is either flawed or simply false. Premise 2 has been debunked by a number of analysts and for a number of different reasons.
The homework ante has been upped as school administrators respond to increasing pressure for their students to perform better on state-mandated tests. So how can you know if your child is doing the right amount? But where did it come from? If you think your child is doing too much homework, Cooper recommends talking with her teacher.
Recent studies suggest that proper sleep may be far more essential to brain and body development. In fact, for elementary school-age children, there is no measureable academic advantage to homework.
For middle-schoolers, there is a direct correlation between homework and achievement if assignments last between one to two hours per night.
For high schoolers, two hours appears optimal. As with middle-schoolers, give teens more than two hours a night, and academic success flatlines. It appears middle- and high schoolers have much to gain academically by doing their homework. Homework in middle school was half as effective. In elementary school, there is no measurable correlation between homework and achievement.
Despite all the research, homework remains something of a mystery. Choosing the wrong college can be bad for mental health.
Sep 23, · It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what's going on at school and let them express positive attitudes toward achievement.
Sep 14, · New research suggests that a lot of assigned homework amounts to pointless busy work that doesn’t help students learn, while more thoughtful assignments can help them develop skills and acquire knowledge.
On the other hand, a study reporting a modest correlation between achievement test scores and the amount of math homework assigned also found that “repetitive exercises” of the type intended to help students practice skills actually “had detrimental effects on learning” (Trautwein et al., p. 41). Yes homework works. As a student I do believe other students get better grades when doing homework. Fellow students learn responsibility when they have homework because they have to DO and TURN IN the homework.
Studies show that homework may not help students learn and adds hours to their day. Learn more about the case against homework. Studies show that homework may not help students learn and adds hours to their day. Learn more about the case against homework. Room A Blog by Concordia University- Portland. Most of us can recall being assigned homework in school. Now, with demands on their children's time increasing, some parents wonder just how valuable it is.